A Correlation Study of General Intelligence, and Emotional Intelligence of B.Ed. Students

Abstract

Higher education is an important part of the overall educational system because it contributes greatly to both individual and national development. It creates a favorable atmosphere for the growth of individuals' cognitive, emotional and psychomotor domains, as well as their overall development. However, today's education places a premium on cognitive while ignoring the other two domains. Because learning is not a mechanical process, it is important to understand how cognition and
emotion interact. As a result, general and emotional education must be recognized as an important part of the educational process in the classroom. The objectives of the study were: a) To study the extent of general intelligence of B.Ed. students, b) To study whether there exist any significant difference in general intelligence of B.Ed. students in terms of locality and teaching subjects, c) To study the extent of emotional intelligence of B.Ed. students, d) To study whether there is any significant difference in emotional intelligence of B.Ed. students in terms of locality and teaching subjects, e) To study the correlation between general intelligence and emotional intelligence of B.Ed. students. Sample of the study was 125 B.Ed. students. Tools used for the study were: a) Test of general intelligence for college students by Dr. K.S. Misra, Dr. S.K. Pal and b) Seven-fold Emotional Intelligence Scale by Dr. Vinit Kher, Puja Ahuja and Saebjit Kaur. Major findings of the study were: i) The general intelligence of B.Ed. students of Srinivas University was average, ii) There is no significant difference in general intelligence of urban and rural B.Ed. students, iii) There is no significant difference in general intelligence of science and arts B.Ed. students, iv) The emotional intelligence of B.Ed. students of Srinivas University was above average, v) Both urban and rural B.Ed. students do not differ in their emotional intelligence, vi) Both science and arts B.Ed. students do not differ in their emotional intelligence, vii) There is significant relationship between general intelligence and emotional intelligence of B.Ed. students. Educational implications of the study: a) Reconstruct the curriculum of teacher education with appropriate focus on techniques of fostering
general and emotional intelligence, b) Include Yoga, meditation, arts and music in education system, c) Reframe text books with appropriate stories and activities that will foster emotional and general intelligence. An educational implication has been listed in the study.